Analysis On The Difference Of Meaning Construction In Classroom Discourse Of Chemistry Teachers In Senior High School

With the continuous promotion of curriculum reform,the curriculum reform of basic education pays more and more attention to the cultivation of students' core literacy.After the revision of the new curriculum standard in 2017,the new curriculum standard of chemistry condensed the core literacy of five major chemical disciplines,and put forward higher requirements for the cultivation of students' comprehensive quality,scientific literacy culture and lifelong ability.To respond to the call of the times,to change the way of learning and to develop students' literacy and ability means to change from the theoretical curriculum reform to the practical teaching reform,that is,to implement the actual classroom teaching process in our country.The classroom teaching process is the process of communication and interaction between teachers and students,and most of the interaction behavior between teachers and students in the classroom is carried out through discourse,but at present,there are few researches on science classroom discourse,and most front-line chemistry teachers know little about chemistry classroom dialogue.The whole study is divided into two parts.The first stage focuses on the selection and optimization of classroom discourse analysis scale.Read the literature first to explore the framework of teacher-student dialogue analysis in science classroom,and carry on the initial localization,then transcribe the "ion reaction "(the second class)normal class video of A teachers,B teachers and C teachers into the text,then optimize and adjust the discourse content of the analysis scale combined with the actual lesson examples.The second stage focuses on coding and discourse feature analysis.After coding the transcribed text,the classroom discourse analysis scale was used to analyze the characteristics of classroom teacher-student dialogue among three teachers in different career stages,and the following three dimensions were specifically analyzed:the dimension of teacher-student interactive discourse content,the dimension of teacher-student communication mode and the dimension of teacher feedback type.Through the case study,it is found that:(1)the new teachers have high interactive enthusiasm,but the interactive dialogue is not good at guiding students to sum up and divergent thinking,stuck to teaching knowledge and exam-oriented problem-solving;(2)the experienced teacher's discourse form are mainly "questioning",good at connecting old knowledge with new knowledge and inspiration,and interactive development of teaching content;(3)the teachers in each career stage have the same understanding of teaching methods conducive to meaning construction,and pay attention to interactive teaching;(4)The students' interactive enthusiasm has a great influence on the classroom,so teachers should strengthen their enthusiasm in various ways to ensure the classroom effect;(5)the interactive discourse methods,such as" constructive challenge",should be adopted in teaching;and(6)the "meaningful construction" should not be adopted blindly,which should be chosen according to the actual situation of the classroom.The innovations of this study are as follows:(1)At the present stage,there are not many studies on the comprehensive analysis of science classroom discourse in China,or the scale used can not fit the actual situation of science classroom well.This study uses a relatively perfect framework that can comprehensively analyze the characteristics of teachers' classroom discourse,and analyzes the normal classes of three teachers in different career stages,reflecting the real state of science classroom normal classes in China,and obtains the characteristics of teachers in different career stages for reference of first-line teachers in various career stages.(2)In order to better analyze the characteristics of teacher's "meaning construction ",in the dimension of "teacher-student interactive discourse content",the researcher designed"procedural discourse flow analysis framework" and revised it according to the actual discourse situation in the classroom.